doing interviews in social research takes a close look at the history, theory and practical aspects of qualitative interviewing, incorporating useful discussion on a variety of interview models. Anne ryen covers the origin of the interview as a research method, discusses the diversity of approaches to qualitative interviews, methods for the analysis of interview data, and concludes by discussing the advantages and disadvantages of the interview method. Topics covered include: ethics in the qualitative interview generalisability, reliability and validity software programmes for analysing qualitative interviews doing interviews in social research is a practical, student focused introduction to the whole process of doing interview research. It will be an invaluable source of support for undergraduate and postgraduate students undertaking their own research. Why use interviews / focus groups? designing topic guides and questions practical skills sampling issues.

Overview of various approaches to analyzing verbal or text based data: discourse analysis interpretative phenomenological analysis thematic analysis narrative approaches, conversation analysis. Lecture 3: analysis of qualitative data ii practical examples of the analysis of qualitative data using various techniques use of computers for qualitative analysis. Lecture 4: validity in qualitative research validity and philosophical issues criteria for validity in qualitative research reflexivity process oriented approaches lecture 1: introductions to qualitative research banister, p.

1994 the methodology of focus groups: the importance of interaction between research participants. 1998 transforming qualitative information: thematic analysis and code development. Potter j 1997 discourse analysis as a way of analysing naturally occurring talk. Chapter 6 in smith j, harre r, amp van langenhove l eds rethinking methods in psychology. 19 evolving guidelines for publication of qualitative research studies in psychology and related fields. Like the third year dissertation, the project work for inquiry and analysis can considerably enhance your overall mark. Again however, preparation work for projects should begin early, so that your project does not intrude upon your other assignments and exam revision.

Since inquiry and analysis ia is an interdisciplinary paper, several different faculty members are available each year to supervise second year projects, and a list of alternative topics will be circulated via the course organisers in the michaelmas term. These projects may include either primary data collection or secondary data analyses. While the former can be more stimulating in that it may be your first opportunity for direct hands on research , you should be aware that all projects have to receive ethical approval, which can take time, so that the need for early preparation for your project is all the more acute. Unlike the third year dissertation, the project report is not expected to include a comprehensive literature review. Instead, the introduction should simply act as a framework to justify a particular question, while the discussion should focus on methodological issues surrounding the collection, analysis and interpretation of your data.

Apart from this specification the examiners will expect a similar level of scholarship as in other parts of the part iia tripos examinations. Wholly clear and powerful use of empirical data that shows some original thought or insight in the collection and/or analysis of data, which can be either quantitative or qualitative. The project should show a clear, sophisticated and persuasive account of the research design and analysis and interpretation of findings. The presentation should be of the highest standard, with persuasive and coherent writing and clear and appropriate displays of data findings. Wholly clear and powerful use of empirical data that shows some clear independence of judgement in the collection and/or analysis of data, which can be either quantitative or qualitative. The presentation should be of a high standard, with persuasive and coherent writing and clear and appropriate displays of data findings. A generally clear and strong use of empirical data that shows good judgement in the collection and/or analysis of data, which can be either quantitative or qualitative.

The project should show a clear and persuasive account of the research design and analysis and interpretation of findings. The presentation should be of a good standard, with persuasive and coherent writing and clear and appropriate displays of data findings. To fall into this class the project has to display all of these qualities and should not decisively show any of the negative qualities listed under the criteria for a ii.ii. Projects where there is some evidence of the negative qualities listed under the criteria for a ii.ii will receive a mark between 60 and 64.

Com 150 Final Project Expository Essay

A moderately clear and reasonable use of empirical data, but that shows some unsoundness of understanding or weakness in use of the collection and/or analysis of data, which can be either quantitative or qualitative. The project may fail to include some relevant discussion of the research design or methods of analysis, although the interpretation of findings should be reasonably persuasive. The presentation should be of a reasonable standard, with coherent writing and appropriate displays of data findings. To fall into this class the project has to display positive qualities and should not show any of the negative qualities listed under the criterion for a i. An acceptable project but one that lacks evidence of appropriateness of the data for the research purpose and shows some lack of empirical skills. Projects may be poorly organised and argued, or contain inaccuracies and crucial omissions. A project that shows a lack of empirical skills and poor presentation, but is minimally acceptable.

A project that fails to demonstrate any empirical and presentation skills that would merit a pass. Register my interest description: this module is part of the social science research methods centre training programme which is a shared platform for providing research students with a broad range of quantitative and qualitative research methods skills that are relevant across the social sciences. Face to face interviews are used to collect a wide range of information in the social sciences.

They are appropriate for the gathering of information on individual and institutional patterns of behaviour complex histories or processes identities and cultural meanings routines that are not written down and life history events. Face to face interviews thus comprise an appropriate method to generate information on individual behaviour, the reasons for certain patterns of acting and talking, and the type of connection people have with each other. The first session provides an overview of interviewing as a social research method, then focuses on the processes of organising and conducting qualitative interviews. The second session explores the ethics and practical constraints of interviews as a research method, particularly relevant when attempting to engage with marginalised or stigmatised communities. The third session focuses on organisation and analysis after interviews, including interpretation through coding and close reading. The final session provides an opportunity for a hands on session, to which students should bring their interview material at whatever stage of the process: whether writing interview questions, coding or analysing data in order to receive advice and support in taking the interview material/data to the next stage of the research process. Objectives: to provide an overview of interviewing and introduction to the module structure, concentrating on processes organising information, interpretations through coding gathering data from planning through transcription to analysis.